Institute of Language Teaching. boseenvy@rediffmail.com

1. Background to the study2. Methodology3. Try outs and responses4. Implications• Could mobile be used to record the pre-

service teachers’ microteachings?• Would viewing video recordings enhance

their teaching skills and self-reflection?

Slagoski (2007) Microteaching: a procedure through which pre-service teachers

- practice their instructional methods with peers, - build confidence, receive support and get

feedback from trainer and peers.

• Wallace (1991) Reflective teaching is the critical exploration of one’s own teaching practice and is essential to life-long professional development.

• Richards (2002) Self-reflection encourages teachers to develop the skills of considering the teaching process thoughtfully, analytically, and objectively as a way of improving classroom practices.

Trainer’s demonstrationsLesson plans in groupsTeaching skills for 7-10 minutesFeedback from trainer and peersConstructive feedback (Task Based) Self reflection : need to be vital component of

pre-service training.

English teachers should be autonomous learners in their life-long career.

Video recording provides:• a reliable and durable means• a tool for reflection • an objective, permanent source • a tool for observing various aspects of classroom

practice• a tool for reflecting on nonverbal aspects of

teaching

to encourage pre-service teachers to reflect on their teaching performance

to assist the teachers to self-produce a real time record of teaching work

to manage the record without being constrained by time and location.

Participants- 35 pre-service B.Ed English Teacher-trainees- two 7-10 minute microteachings per teacher Instruments• Mobile camera/video recordings• Reflection forms: filled after viewing videos

Whether your instructions clear Whether your body language

appropriate Whether your questions relevant Whether you involved the whole class Whether you talked too much Whether you were too fast or too slow Whether you made any serious error

(grammar/vocabulary/accent)….

Self-viewing ( remove stress/anxiety)Self-reflectionLess threatening to the trainees’ own

self –esteem.Repeated viewingBuild up confidenceTrainees’ own questionsTrainer’s questions

Select their own friend/classmate Invite questionsStimulate greater self-awarenessConstructive feedbackComparing videosSharing /gaining Reflection –a process-an integral part

of training.

The pre-service teachers:- were aware of and highly appreciated video-

recording,- experienced some difficulties: initial

apprehensions, low quality of videos, time consumption.

- improved skills of classroom management and sub-skills of teaching English,

The pre-service teachers:- believed their overall teaching performance would

be improved, - were able to recognize their strengths and

weakness, - Helped them identify what was missed in the

trainer/peer feedback. - Were able to evaluate their own teaching more

objectively and constructively.

Teacher trainers should- realize the significance of video-recording ( as it

would enable the trainees to shift their focus of reflection from superficial features of classroom management to pedagogical issues.)

- widely apply video-recording (micro teaching-real class room teaching),

- integrate technology into ELT syllabuses,- be more competent in applying advanced technology

in their training.

Kong, S. C., Shroff, R.H. & Hung, H.K. (2009). A web based video system for self reflection by student teachers using a guiding framework. Australian Journal of Educational Technology, 25(4), 544-558.

Orlova, N. (2009). Video recording as a stimulus for reflection in pre-service EFL teacher training. English Teaching Forum, 2, 30-35.

Slagoski, J. D. (2007) Practicum: microteaching for non-native speaking teacher trainees. English Teaching Forum, 4, 32-37.

Tuga, B. E. (2013) Reflective feedback sessions using video recordings. ELT Journal, 67/2, 175-183

Richards, J. C. (2002). Theories of teaching in language teaching. In Methodology in language teaching: An anthology of current practice, ed. J. C.Richards and W.A.Renandya, 19-25. Cambridge: Cambridge University Press.

Wallace, M. J. ( 1981). The use of video in EFL teacher training. In ELT documents 110, Focus on the teacher: Communicative approaches to teacher training, 7-21. London: British Council.

Acknowledgement

Thanks to RELO who sponsored my participation in the conference.

Thanks to my trainees…